Avaliação das habilidades preditoras do sucesso de leitura em crianças de 1º e 2º anos do ensino fundamental
TL;DR: O desempenho de escolares of 1o e 2o anos do Ensino Fundamental (EF) as discussed by the authors, em tarefas that avaliam habilidades e competencias consideradas preditoras do sucesso do aprendizado da leitura e escrita, foi identificado a partir da porcentagem total de acertos obtida no Instrumento and a consequente classificacao dos escolare em intervalos de percentis.
Abstract: OBJETIVO: estudar o desempenho de escolares de 1o e 2o anos do Ensino Fundamental (EF), em tarefas que avaliam habilidades e competencias consideradas preditoras do sucesso do aprendizado da leitura e escrita. METODOS: 73 criancas, entre seis e oito anos de idade, estudantes do 1o e 2o anos do EF de escola da rede publica de ensino da cidade de Sao Paulo, foram avaliadas por meio da aplicacao do Instrumento de Avaliacao da Leitura Inicial, composto por 20 tarefas envolvendo as habilidades e competencias de linguagem oral, conhecimento sobre escrita, processamento fonologico, compreensao e leitura e escrita. RESULTADO: foi possivel constatar que alguns escolares, tanto de 1o como de 2o ano, obtiveram desempenho inferior a media de seus grupos nas habilidades consideradas preditoras para o sucesso da leitura. Esse desempenho foi identificado a partir da porcentagem total de acertos obtida no Instrumento e a consequente classificacao dos escolares em intervalos de percentis. Os grupos escolares diferenciaram-se apenas nas tarefas relacionadas as habilidades do processamento fonologico e nas competencias de leitura e escrita, com melhor desempenho para os escolares do 2o ano, nas seguintes provas: (a) leitura de palavras; (b) leitura de pseudopalavras; (c) ditado de palavras; (d) ditado de pseudopalavras; (e) producao de rimas; (f) compreensao de leitura. CONCLUSAO: a escolarizacao influenciou o desempenho em habilidades de processamento fonologico e competencias de leitura e escrita. Habilidades de processamento fonologico e de conhecimento de escrita mostraram-se correlacionadas ao desempenho em codificacao e decodificacao, envolvidas na escrita e leitura de itens isolados.
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TL;DR: In this article, a banco de palavras de alta, media e baixa frequencia for leitura no Ensino Medio was elaborated, with the purpose of elaborating an instrumento for avaliacao and intervencao.
Abstract: RESUMO Objetivo: elaborar um banco de palavras de alta, media e baixa frequencia para leitura no Ensino Medio. Metodos: as palavras foram retiradas do material didatico de lingua Portuguesa, da rede de ensino do Estado de Sao Paulo. Selecionaram-se apenas os substantivos. Foi registrada a frequencia de ocorrencia das palavras. Para a classificacao das frequencias utilizou-se os tercis da distribuicao, frequencia media e ponto de corte dos tercis. Para verificar a classificacao obtida foram avaliados 134 alunos: G1 (1aserie, n=44); G2 (2a serie, n= 44) e G3 (3aserie, n= 46). As palavras foram apresentadas, para leitura, em voz alta, em duas sessoes: 1a) alta e media frequencia e 2a) baixa frequencia. Analise descritiva. Resultados: as palavras correspondem a classificacao apresentada, porem, cada palavra apresenta seu nivel de dificuldade e o profissional podera eleger aquelas que melhor respondem aos seus objetivos, para que assim, possa elaborar instrumentos de avaliacao e intervencao em leitura. Conclusao: o E-LEITURA III e um recurso util para os profissionais, pois e disponibilizado um banco com ampla gama de palavras que podera ser utilizado com escolares do Ensino Medio. Dessa forma, espera-se que o E-LEITURA III possa ser utilizado para elaborar procedimentos de avaliacao e intervencao com leitura nesses escolares.
4 citations
TL;DR: In this paper, the authors evaluated students' ORF with a 1-min fluency measure to characterize their fluency and to determine references of appropriate development in reading at the 50th percentile.
Abstract: To identify readers who are struggling or at risk of reading difficulties, reference standards in oral reading fluency (ORF) are used to conduct an assessment that is based on a widely reported method known as curriculum-based measurement (CBM), which itself is based on 1-min fluency measures. The purpose of this study was to evaluate students’ ORF (with a 1-min fluency measure) to characterize their fluency and to determine references of appropriate development in reading at the 50th percentile. For this study, a database of readings made available by the Learning Studies Research Laboratory was used. This database consisted of 365 readings by elementary-school students from the third to fifth grades in two cities in the interior of the state of Sao Paulo from two different public school systems that use the same teaching methodology. The data consisted of digital audio recordings of the passage “The Umbrella” (text suitable for schooling levels) of the Protocol for Assessment of Reading Comprehension procedure. For this procedure, three steps were performed: step 1—listening to the 365 readings and assessing the scores for the number of words read correctly per minute; step 2—the calculation of the mean and percentiles for each grade; and step 3—the adaptation of the reference table to indicate students eligible to receive reading fluency intervention. Third-year students who correctly read 86 or more words per minute, fourth-year students who correctly read 104 or more words per minute, and fifth-year students who correctly read 117 or more words per minute were considered students who had made adequate progress in reading. It was possible to classify students based on the 1-min fluency measures, with reference intervals of words read correctly per minute per school year (for the third, fourth, and fifth years) for those who were making adequate progress in reading and reference intervals for those who were considered readers who were struggling or at risk of reading difficulties.
4 citations
17 Dec 2019
Abstract: RESUMO: Este estudo tem como objetivo avaliar os preditores linguísticos e cognitivos – consciência fonológica, consciência sintática, atenção seletiva e memória de trabalho – do aprendizado inicial da leitura e da escrita. Esta pesquisa é de abordagem quantitativa e longitudinal. Os participantes foram vinte e duas crianças, de 6-7 anos de idade, as quais foram submetidas à administração de testes neuropsicológicos em dois momentos: no 1o ano de alfabetização (T1) e no 2o ano de alfabetização (T2). Os resultados mostraram: a) a consciência fonológica apresentou-se como a maior preditora dentre todas as variáveis, demonstrando correlação forte e extremamente significativa; b) em relação à consciência sintática, observamos correlações fracas, mas não significativas; c) sobre a memória de trabalho verificamos correlação significativa e moderada entre a memória de trabalho fonológica e, especialmente, a leitura do PROLEC, em dissonância da memória de trabalho visuoespacial, com nenhuma correlação significativa; d) a variável atenção seletiva apresentou-se correlacionada de forma fraca e significativa com a leitura e escrita do TDE. Dessa forma, consideramos plenamente relevante conhecer as variáveis preditoras da aquisição e aprendizado inicial da leitura e escrita, oportunizando a prevenção, identificação e intervenção, em casos de dificuldades de aprendizado.
4 citations
01 Nov 2016
TL;DR: The E-LEITURA II database is a useful resource for the professionals, as it provides a database which can be used for research, educational and clinical purposes among students of Basic Education II.
Abstract: Purpose To develop a database of words of high, medium and low frequency in reading for Basic Education II. Methods The words were taken from the teaching material for Portuguese Language, used by the teaching network of the State of Sao Paulo in the 6th to the 9th year of Basic Education. Only nouns were selected. The frequency with which each word occurred was recorded and a single database was created. In order to classify the words as of high, medium and low frequency, the decision was taken to work with the distribution terciles, mean frequency and the cutoff point of the terciles. In order to ascertain whether the words of high, medium and low frequency corresponded to this classification, 224 students were assessed: G1 (6th year, n= 61); G2 (7th year, n= 44); G3 (8th year, n= 65); and G4 (9th year, n= 54). The lists of words were presented to the students for reading out loud, in two sessions: 1st) words of high and medium frequency and 2nd) words of low-frequency. Results Words which encompassed the exclusion criteria, or which caused discomfort or joking on the part of the students, were excluded. The word database was made up of 1659 words and was titled ‘E – LEITURA II’ (‘E-READING II’, in English). Conclusion The E-LEITURA II database is a useful resource for the professionals, as it provides a database which can be used for research, educational and clinical purposes among students of Basic Education II. The professional can choose the words according to her objectives and criteria for elaborating evaluation or intervention procedures involving reading.
4 citations
Cites background from "Avaliação das habilidades preditora..."
...Thus, poor comprehension in reading may be the result of a general problem of understanding, or of insufficient skill in identifying the written words(1,2,9,11,17-19)....
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TL;DR: In this article, a questionnaire with 18 items on the parents'/guardians' participation in family literacy practices was developed for this research and the resulting data underwent descriptive and inferential analysis, with the significance level set at 5%.
Abstract: Purpose: to verify family literacy practices with preschoolers from a public school in a municipality of the Northeast Region of Brazil. Methods: 21 parents/guardians of pre-kindergarten and kindergarten students from a public school participated in this study. A questionnaire with 18 items on the parents’/guardians’ participation in family literacy practices was develop for this research. The resulting data underwent descriptive and inferential analysis, with the significance level set at 5%. Results: the preschoolers’ mean age was 69 months, and that of the parents/guardians who answered the questionnaire was 31 years. The educational level of most parents/guardians was either high school or unfinished middle school. A significant, positive relationship, between the parents’/guardians’ educational level and the following questionnaire items was seen: paying attention to the children when they spoke, calling their attention to the sound of letters and words, and teaching/encouraging them to write their names. Conclusion: family literacy practices are not commonly developed in the culture of the Northeast Region of Brazil, and when so, most of them are similar to activities taught at school. There was also a weak correlation between the parents’/guardians’ educational level and the family literacy practices.
2 citations
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TL;DR: This long-standing debate is addressed by examining how a large-scale computational model based on connectionist principles would solve the problem and comparing the model's performance to people's by using an architecture in which meanings are jointly determined by the 2 components.
Abstract: Are words read visually (by means of a direct mapping from orthography to semantics) or phonologically (by mapping from orthography to phonology to semantics)? The authors addressed this long-standing debate by examining how a large-scale computational model based on connectionist principles would solve the problem and comparing the model's performance to people's. In contrast to previous models, the present model uses an architecture in which meanings are jointly determined by the 2 components, with the division of labor between them affected by the nature of the mappings between codes. The model is consistent with a variety of behavioral phenomena, including the results of studies of homophones and pseudohomophones thought to support other theories, and illustrates how efficient processing can be achieved using multiple simultaneous constraints.
984 citations
TL;DR: At 2 1/2 years of age, children who later developed reading disabilities were deficient in the length, syntactic complexity, and pronunciation accuracy of their spoken language, but not in lexical or speech discrimination skills, but early syntactic proficiency nevertheless accounted for some unique variance in grade 2 achievement when differences at age 5 were statistically controlled.
Abstract: At 2 1/2 years of age, children who later developed reading disabilities were deficient in the length, syntactic complexity, and pronunciation accuracy of their spoken language, but not in lexical or speech discrimination skills. As 3-year-olds, these children began to show deficits in receptive vocabulary and object-naming abilities, and as 5-year-olds they exhibited weaknesses in object-naming, phonemic awareness, and letter-sound knowledge that have characterized kindergartners who became poor readers in other studies. These late preschool differences were related to subsequent reading status as well as to prior language skills, but early syntactic proficiency nevertheless accounted for some unique variance in grade 2 achievement when differences at age 5 were statistically controlled. The language deficits of dyslexic children were unrelated to maternal reading ability and were not observed in children from dyslexic families who became normal readers. The implications of the results for etiological issues are discussed.
822 citations
TL;DR: In this article, the authors highlight several considerations about the appropriateness, technical adequacy, and usability of academic or behavioral screeners and provide a general assessment of the current state of science pertaining to universal screening.
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École Normale Supérieure1, Ludwig Maximilian University of Munich2, University of Jyväskylä3, Hungarian Academy of Sciences4, University of Paris5, French Institute of Health and Medical Research6, University Hospital of Lausanne7, Pierre Mendès-France University8, Cardiff University9, Technische Universität München10, University of Zurich11, Max Planck Society12, University of Graz13, University of Salzburg14
TL;DR: This article analyzed concurrent predictions of phonological processing (awareness and memory) and rapid automatized naming (RAN) for literacy development in a rural area of the United States and found that the cognitive underpinnings of reading and spelling are universal or language/orthography-specific.
307 citations
TL;DR: It is concluded that, consistent with interactive accounts, higher-order linguistic representations modulate early orthographic processing and can advance theories of visual word recognition and other domains.
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